The Senior Research Paper is a cornerstone of the Academy of Notre Dame de Namur’s graduation requirements, reflecting the institution’s commitment to cultivating intellectual rigor and academic independence. For me, this project aligns seamlessly with my role as a Global Scholar, as it provides an opportunity to explore themes that bridge historical, cultural, and educational perspectives. I am currently focused on completing my paper by May, with the intention of submitting it to The Concord Review, an international journal that showcases exemplary academic research by high school students.

My paper centers on the founding and development of independent schools for girls in the United States, analyzing their historical purpose, contemporary relevance, and the potential for developing an ideal educational model for young women of the 21st century. This research incorporates Enlightenment-era educational philosophies and the contributions of scholars such as Edith Hamilton and Alice Paul while addressing the modern-day need for intellectual autonomy among women. Drawing on my own experiences in single-sex education, I aim to strike a balance between preserving the discipline and tradition of these institutions and advocating for necessary curricular reforms that align with progressive sociopolitical conventions.

This project not only fulfills a significant academic requirement but also resonates with my personal and professional aspirations. As a Global Scholar, the interdisciplinary nature of my research—spanning history, philosophy, and policy—mirrors the program’s mission to cultivate a global perspective. Moreover, my hope is that the findings and policy suggestions in my paper will contribute meaningfully to the Academy of Notre Dame’s own curricular development, as well as to broader discussions about the future of single-sex education in the United States.

Completing the Senior Research Paper represents more than just a milestone in my academic career; it is an opportunity to contribute to a larger dialogue about the role of education in shaping future generations of women leaders. The potential to share this work on a national platform like The Concord Review adds further motivation and underscores the importance of this endeavor.

Delivering my Junior Justice Project for Catholic Morality was a profoundly rewarding experience that allowed me to combine rigorous research, Catholic teaching, and global awareness into a meaningful hour-long presentation. The project focused on the concept of genocide, tracing its historical occurrences and examining its modern implications through the lens of Church teachings, international law, and moral responsibility. The presentation was divided into segments that addressed the United Nations' definitions of genocide, key historical examples, and the Church’s role in promoting peace and justice.

Through this project, I explored various genocides, such as the Armenian Genocide, the Holodomor, and the Holocaust, alongside lesser-known atrocities. Each case study was examined not only for its historical impact but also for the lessons it offers in fostering accountability and preventing future tragedies. Incorporating Catholic doctrine, I analyzed papal addresses, including Pope Francis' work on interfaith solidarity and peacebuilding, to highlight the moral imperatives of addressing systemic violence.

One particularly fulfilling aspect of the presentation was connecting historical events to contemporary issues, such as the ongoing challenges faced by minority groups worldwide. These reflections inspired thoughtful dialogue among my classmates, with many engaging in the Q&A session to explore actionable steps for combating injustice.

This project was a culmination of my passion for global justice and my commitment to applying moral teachings in practical ways. It deepened my understanding of historical events while reinforcing the importance of using education and dialogue as tools for fostering empathy and change. Preparing and delivering this presentation has inspired me to continue integrating academic rigor with my faith and values in future pursuits.

Participating in National History Day (NHD) has been a formative experience that has allowed me to explore complex historical and philosophical themes while honing my research and presentation skills. In 2023, I delivered a presentation on the French Revolution, focusing on its philosophical origins and its connections to other ideological revolutions. This project gave me a deeper understanding of the Enlightenment’s role in shaping revolutionary thought and provided an opportunity to analyze the intersection of philosophy and political change.

Building on this foundation, my 2024 NHD presentation examined the Medici family’s influence on Renaissance thought and their relationship with Machiavelli, as well as contemporaneous philosophy and theology. Exploring the interplay between power, morality, and humanism deepened my appreciation for how historical figures shaped—and were shaped by—the intellectual movements of their time.

In 2025, I plan to present a paper on Mary Wollstonecraft and Enlightenment educational philosophies, analyzing her contributions to the discourse on women’s rights and intellectual autonomy. This project reflects my passion for educational equity and my interest in bridging historical ideas with contemporary challenges.

Each NHD project has been an opportunity to connect historical research with broader themes of philosophy, governance, and equity, aligning seamlessly with my academic interests and aspirations. These experiences have not only enhanced my understanding of history but also inspired me to approach current issues with the same depth of analysis and critical thinking.